Kao, M. A., & Mzimela, P. J. (2019). ‘They are visually impaired, not blind…teach them!’: Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners. South African Journal of Childhood Education, 9(1), 1–11. https://doi.org/10.4102/sajce.v9i1.651 Abstract: “Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers’ adherence to…
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Kadijevich, D. M. (2019). Participation in online cooperative professional development: Factors to consider and activities to practice. The Teaching of Mathematics, 22(2), 49–57. http://elib.mi.sanu.ac.rs/files/journals/tm/43/tmn43p49-57.pdf Abstract: “This study deals with relevant components of a technology innovation framework suitable for the examination of online collaborative professional development. By using a sample of 55 lower-secondary…
Comments closedJonker, H., März, V., & Voogt, J. (2019). Curriculum flexibility in a blended curriculum. Australasian Journal of Educational Technology, 36(1), 68–84. https://doi.org/10.14742/ajet.4926 Abstract: “This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to…
Comments closedIlmi, A. M., Sukarmin, & Sunarno, W. (2020). Development of TPACK based-physics learning media to improve HOTS and scientific attitude. Journal of Physics: Conference Series, 1440, 1–6. https://doi.org/10.1088/1742-6596/1440/1/012049 Abstract: “21st-century physics learning challenges teachers to teach physics that not only memorizes formulas, but is able to improve scientific attitudes and higher order…
Comments closedHua, B. (2019). Preparing teacher education students to integrate mobile learning into elementary education. TechTrends, 63, 723–733. https://doi.org/10.1007/s11528-019-00424-z Abstract: “The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This…
Comments closedHoushmandi, S., Rezaei, E., Hatami, J., & Molaei, B. (2019). E-learning readiness among faculty members of medical sciences universities and provide strategies to improve it. Research and Development in Medical Education, 43(2), 163–183. https://doi.org/10.31341/jios.43.2.3 Abstract: “Digital competences should be considered in teacher education and professional development. The Technological Pedagogical Content Knowledge (TPACK)…
Comments closedHicks, S., & Bose, D. (2019). Designing teacher preparation courses: Integrating mobile technology, program standards, and course outcomes. TechTrends, 63, 734–740. https://doi.org/10.1007/s11528-019-00416-z Abstract: “This discussion paper demonstrates the need for applying backwards design principles to already-existing course syllabi in order to embed technology alongside pedagogy in teacher preparation programs. The problem is…
Comments closedGomez, M. (2019). Exploring 1:1 pedagogy through the lens of a veteran middle school teacher: The case of Ms. Goodman. Middle School Journal, 50(5), 32–43. https://doi.org/10.1080/00940771.2019.1674769 Abstract: “Educators and the public often assume that digital technologies lay within the domain of newer teachers who may have grown up in a more digital…
Comments closedFox, W. H., & Docherty, P. D. (2019). Student perspectives of independent and collaborative learning in a flipped foundational engineering class. Australasian Journal of Educational Technology, 35(5), 79–94. https://doi.org/10.14742/ajet.3804 Abstract: “Flipped teaching and learning approaches are being increasingly used in higher education. Some advantages associated with the approach include providing opportunity for…
Comments closedFabian, K., Clayes, E., & Kelly, L. (2019). Putting design into practice: An investigation of TPACK scores of lecturers in a networked institution. Research in Learning Technology, 27, 1–13. https://doi.org/10.25304/rlt.v27.2296 Abstract: “Demand for blended and online learning environments is increasing and concurrent with this is the changing competencies required for teachers to…
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